發(fā)布時(shí)間：2018-10-25 13:11

【摘要】：1991年,在教授英語應(yīng)該聚焦在形式還是聚焦在意義的爭論中,Long提出了focus on form的教學(xué)理論,該理論自從被提出之后,就受到了國內(nèi)外的廣泛關(guān)注,尤其是在國外,大量的學(xué)者或者研究者已經(jīng)對(duì)focus on form的教學(xué)理論進(jìn)行了研究并且取得了豐碩的成果。focus on form的教學(xué)理論不僅重視意義的交流又不忽略語言的形式。它吸取了重視意義和重視形式的優(yōu)點(diǎn),而且彌補(bǔ)了片面重視意義或者片面重視形式的缺陷。目前,在我國的英語詞匯教學(xué)中,很多教師教授英語詞匯的方法都是脫離了情境和交流片面地教授詞匯,所以筆者選擇focus on form的教學(xué)理論來指導(dǎo)初中英語詞匯的教學(xué)。本論文的主要目的是將focus on form教學(xué)理論的研究成果與初中的英語詞匯教學(xué)相結(jié)合,運(yùn)用該理論作為初中英語詞匯教學(xué)的指導(dǎo)理論,探討該理論在初中的英語詞匯教學(xué)中的有效性,并且希望通過實(shí)驗(yàn)來驗(yàn)證,在詞匯教學(xué)方面用focus on form作為指導(dǎo)的教學(xué)方法比一般的詞匯教學(xué)方法更有效。本研究選擇漳州七中初一的兩個(gè)班級(jí)的學(xué)生作為研究對(duì)象,其中一個(gè)班級(jí)作為實(shí)驗(yàn)班,另一個(gè)班級(jí)作為對(duì)照班。實(shí)驗(yàn)班用focus on form教學(xué)理論作為指導(dǎo)教授詞匯,對(duì)照班用了一般的方法教授詞匯。在實(shí)驗(yàn)開始之前,兩個(gè)班級(jí)進(jìn)行了詞匯前測。實(shí)驗(yàn)的時(shí)間是一個(gè)學(xué)期,在半個(gè)學(xué)期的時(shí)候,兩個(gè)班級(jí)進(jìn)行了詞匯中測,在學(xué)期期末兩個(gè)班級(jí)再進(jìn)行了詞匯后測。筆者用SPSS對(duì)詞匯的測試成績進(jìn)行了分析,得出的結(jié)論是:采用focus on form教學(xué)理論對(duì)詞匯教學(xué)進(jìn)行指導(dǎo)能有效促進(jìn)學(xué)生詞匯的學(xué)習(xí),并且效果比一般的詞匯教學(xué)方法顯著。
[Abstract]:In 1991, in the debate about whether the teaching of English should focus on form or meaning, Long put forward focus on form's teaching theory. Since it was put forward, the theory has attracted wide attention at home and abroad, especially in foreign countries. A large number of scholars or researchers have studied the teaching theory of focus on form and obtained fruitful results. The teaching theory of. Focus on form not only attaches importance to the communication of meaning but also does not ignore the form of language. It absorbs the advantages of attaching importance to meaning and form, and makes up for the defect of one-sided emphasis on meaning or one-sided emphasis on form. At present, in English vocabulary teaching in China, many teachers teach English vocabulary in a way which is divorced from the situation and one-sided communication. Therefore, the author chooses focus on form's teaching theory to guide the teaching of English vocabulary in junior high school. The main purpose of this thesis is to combine the research results of focus on form teaching theory with junior high school English vocabulary teaching, and use this theory as the guiding theory of junior high school English vocabulary teaching. This paper probes into the validity of this theory in English vocabulary teaching in junior high school and hopes that the teaching method guided by focus on form in vocabulary teaching is more effective than the general vocabulary teaching method through experiments. This study selected two classes in Zhangzhou No. 7 Middle School as the research object, one class as the experimental class, the other class as the control class. The experimental class uses focus on form teaching theory as the instruction to teach vocabulary, while the control class uses the general method to teach vocabulary. Before the experiment began, two classes were given a pre-vocabulary test. The time of the experiment was one semester. In half a semester, two classes were tested in vocabulary, and two classes in the end of the term. The author analyzes the test results of vocabulary by using SPSS, and draws the conclusion that using focus on form teaching theory to guide vocabulary teaching can effectively promote students' vocabulary learning, and the effect is more significant than that of general vocabulary teaching methods.
【學(xué)位授予單位】：閩南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.41

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本文編號(hào)：2293785